CfLAT - Centre for Learning and Teaching

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This collection contains research from the Centre for Learning and Teaching (CfLAT).

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Autopoiesis in Digital Learning Design: Theoretical Implications in Education
(MIT Press, 2019) Aguayo, C
Today’s mobile and smart technologies have a key role to play in the transformative potential of educational practice. However, technology-enhanced learning processes are embedded within an inherent and unpredictable complexity, not only in the design and development of educational experiences, but also within the socio-cultural and technological contexts where users and learners reside. This represents a limitation with current mainstream digital educational practice, as digital experiences tend to be designed and developed as ‘one solution fits all’ products, and/or as ‘one-off’ events, failing to address ongoing socio-technological complexity, therefore tending to decay in meaningfulness and effectiveness over time. One ambitious solution is to confer the processes associated with the design and development of digital learning experiences with similar autopoietic properties found within living systems, in particular adaptability and self-organisation. The underpinning rationale is that, by conferring such properties to digital learning experiences, intelligent digital interventions responding to unpredictable and ever-changing socio-cultural conditions can be created, promoting meaningful learning over-time. Such an epistemological view of digital learning aims to ultimately promote a more efficient type of design and development of digital learning experiences in education.
A DBR Framework for Designing Mobile Virtual Reality Learning Environments
(ASCILITE, 2017) Cochrane, T; Cook, S; Aiello, S; Christie, D; Sinfield, D; Steagall, M; Aguayo, C
This paper proposes a Design Based Research framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two stages of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature. These design principles will be modified in light of the subsequent project evaluation stages.
Designing Mobile Learning With Education Outside the Classroom to Enhance Marine Ecological Literacy
(Teaching and Learning Research Institute (TLRI), 2020-06-01) Eames, C; Aguayo, C
No abstract.
Designing Virtual Reality Environments for Paramedic Education: MESH360
(Ascilite, 2016) Cochrane, T; Cook, S; Aiello, S; Harrison, D; Aguayo, C; Barker, S; Dawson, S; Pardo, A; Colvin, C
This paper outlines the first two stages of a design-based research project that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two stages involve the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for designing immersive scenarios and 360-degree video enhanced critical care simulations. Thus far we have identified a set of design principles that will guide the implementation of the project. These design principles will be modified in light of the subsequent project evaluation stages.
Developing Culturally Responsive Practice Using Mixed Reality (XR) Simulation in Paramedicine Education
(Centre for Learning and Teaching (CfLAT), AUT University, 2021) Aiello, S; Aguayo, C; Wilkinson, N; Govender, K; Cochrane, T
The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk. Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community. This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR. The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987). Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to: Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own. Inform culturally-responsive teaching and learning in paramedicine education research and practice. Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.
Embodied Immersive Design for Experience-Based Learning and Self-Illumination
(School of Art and Design, AUT, 2021-12-31) Taheri, A; Aguayo, C
Concept-based teaching and learning grounded on a mechanical paradigm has dominated western education tradition since the first industrial revolution. This type of educational tradition is characterised, among other things, by its reductionist and linear mindset that has led to siloed and disconnected knowledge generation. Yet the 21st Century demands us to rethink the traditional roles of the learner, the teacher and the learning environment. Climate change and wicked socio-ecological problems and challenges require a new ‘tradition’ to emerge, dominate and respond to our societal and planetary crisis. Integrated, multidisciplinary and transversal knowledge generation, dissemination and transfer, grounded on a strong critical ethics and philosophical exploration of new alternative educational paradigms, is paramount if we aim to respond accordingly to calls to create a better future today. Today’s 4th industrial revolution fusing Artificial Intelligence (AI) with the Internet of Things (IoT), genetic engineering, quantum mechanics and philosophy, and more is blurring the boundaries between the physical, digital, and biological worlds. This brings along the emergence of new understandings of the nature of human experience, and questions about how to design for it. In this scenario, education must become multidisciplinary again, where new epistemologies are to be the reflection of humanity’s process of change and transformation, while reconnecting with old and ancient knowledge and ways of doing. In the past, knowledge was considered a ‘unity’ whole acquired through journeys in people’s life, from where individuals learn by doing and experiencing every aspect of knowledge. One positive side-effect of embracing a unity view of knowledge today is that we can now make accessible non-western concepts, again, with emphasis on qualitative, subjective, emotional, embodied, ceremonial and spiritual views of knowledge generation and practice. How can we teach such concepts and views within a traditional and reductionist educational western system based on concept-based and siloed education? We cannot. Some knowledge, concepts and notions (known as ‘Qualia’ in the literature) can only be acquired through bodily lived and direct experiences. Today’s digital immersive technology can make it easier to integrate and consume knowledge through digital visualisation and self-led user experiences. New media can afford to provide learners a good foundation on many different disciplines, which normally would take years to achieve based on traditional pedagogy. Experience-based mediums like virtual reality (VR), if used in a non-concept based way, can bridge the knowledge gap existing created by qualia subjects in western societies. Here we argue that the epistemology coming from the Santiago school of cognition, with notions such as embodiment, embodied cognition and enaction, can inform and guide the development of an experience-based type of immersive learning design based on an enactive, self-led user experience. We propose that immersive learning experience design ought to focus first and foremost on ethics and critical philosophy, followed by embodied design for experience-based self-driven illumination. In this presentation we review the conceptual background leading to some examples of current experienced-based learning and self-illumination design exploration in immersive learning design, informed by the epistemology coming from the Santiago school of cognition.
Embodied Reports in Paramedicine Mixed Reality Learning
(Association for Learning Technology, 2018) Aguayo, C; Dañobeitia, C; Cochrane, T; Aiello, S; Cook, S; Cuevas, A
This paper is based on the second stage of a Design-Based Research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in Paramedicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting experience, and their implications in re-designing practice in Paramedicine education. We focus on the foundational literature and epistemological understandings coming from neurophenomenological cognitive science applied in technology-enhanced learning, using mixed reality (MR) in Paramedicine simulation learning as a case. We do so following the logic of a DBR methodological framework, in part demonstrating the usefulness of DBR when reflecting on applied practice to inform newer theoretical developments leading to further integrated solutions in future practice. In addition, we also put attention on a conceptual shift from a focus on VR, to a focus on MR with emphasis on the associated benefits offered by MR learning situations within Paramedicine education. Finally, we discuss the benefits of incorporating self-reported and biometric feedback data in Paramedicine education in particular, and in technology-enhanced learning in general, for the design of meaningful learning experiences informed by emotional and physiological responses of learners.
Enhancing Immersiveness in Paramedicine Education XR Simulation Design
(Centre for Learning and Teaching (CfLAT), AUT University, 2021) Aguayo, C; Cochrane, T; Aiello, S; Wilkinson, N
The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020). Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes. Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR environment when compared to traditional Paramedicine simulation training. Furthermore, participants also reported an enhanced realism of the ‘emergency response’ helicopter VR ride, as the sequence of experiences permitted participants to plan their response based on audio cues and information updates while virtually ‘traveling to the scene’. This iterative research work has led the MESH360 project to validate the set of transferable design principles and implementation framework for the design of authentic critical care simulation environments in Paramedicine education. Here we present and discuss a series of implications and benefits from the third MESH360 cycle in Paramedicine education emerging from the framework for designing XR enhanced clinical simulation. Anecdotic yet relevant data in relation to participant demographics and VR anxiety has led the MESH360 team to explore culturally-responsive practice in XR simulation in Paramedicine education (see Aiello et al., 2021). Future directions and transferability to other health and medical contexts are also discussed.
Exploring Embodied Haptic Design in XR From the Epistemology of the Santiago School
(School of Art and Design, AUT, 2021-12-31) Smith-Harvey, J; Aguayo, C
Mixed Reality (MR, and known also as XR) refers to the fusing of real and virtual worlds to create integrated environments that incorporate physical and digital elements, tools, and objects. These environments can be especially powerful within learning contexts as they can assist learners to partake in genuine investigations in the real world. They also allow for the creation of immersive hybrid environments, in which virtual and real objects and experiences are combined. Although immersive digital technologies provide many unique and powerful affordances within XR, the role of physical non-digital haptic elements within these contexts has often been dismissed. This is despite the non-digital and haptic showing vast potential for complementing and enhancing the meaningfulness of XR educational experiences. In this context, emerging research is beginning to establish how the biological concepts of autopoiesis, embodiment and enaction from the Santiago School of Cognition, can enhance embodied learning processes within XR education. Embedding principles from the epistemology of the Santiago school within the design of XR experiences encourages learners to interact with, while ‘becoming with the world’ in a circular experiential motion. Embodied and enactive approaches to designing haptic XR learning experiences can facilitate the creation of tangible, authentic, hands-on and self-determined (i.e. heutagogy) learning experiences with affordances operating as an expansive learning ecosystem. Here we explore how the Santiago school offers a way for educators and learning designers to better develop the haptic and sensory components of XR learning through the concepts of embodiment and enaction. Additionally, embodied cognition in the ‘experiencing’ process within XR environments can be related to and understood through indigenous worldviews, which are more grounded on a bodily and sensorial experiential relationship with the world. Within the global South, we see a need in bringing together indigenous perspectives, for example Māori cosmologies and worldviews in the case of Aotearoa New Zealand, with southern epistemologies such as the Santiago school. This is because from a western point of view, indigenous concepts can be hard to visualise or ground, but the Santiago school can potentially offer a bridge to understanding these indigenous perspectives within multi-cultural contexts such as Aotearoa. There is also a pressing need to establish new understandings of our critical relationships with nature in the anthropocene, and indigenous perspectives brought forth through the Santiago school can offer this within new forms of learning such as XR. This presentation offers a contribution to the field of XR education design through the introduction of some novel ways for Art+Science, sensory mapping, and haptic learning design to expand the scope and understanding of this emerging area of educational and practice based research. Engagement with embodied forms of learning connected with indigenous worldviews can allow for deeper connections to be formed between learners and the contexts in which the learning takes place. We postulate here that the notions of embodiment and enaction from the Santiago school are conducive to accessing and bringing forth indigenous cosmologies within XR education.
A Framework for Mixed Reality Free-choice, Self-determined Learning
(Association for Learning Technology, ) Aguayo, C; Eames, C; Cochrane, T
In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres. This article is part of the special collection Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More articles from this collection can be found here.
He Whare Ako, He Whare Hangarau - A House of Learning, a House of Technologies: Interweaving Kaupapa Māori Values of Ako With Mobile Learning Theory and Practice
(Tertiary Education Research in New Zealand (TERNZ), 2015-11-25) Aguayo, C; Sciascia, AD
Mobile tools and devices, such as smartphones and tablets, not only are rapidly becoming an ubiquitous feature of contemporary society, but also are transforming pedagogical practices, learning strategies, and institutional structures. As part of the National Project Fund (2014) Learners and Mobile Devices Ako Aotearoa project (#NPF14LMD project), 'He Whare Ako, He Whare Hangarau (a house of learning, a house of technologies)' framework has been developed and weaves Kaupapa Māori theories, values and approaches to teaching and learning (ako) with mobile learning theory and practice. We have conceptualised this framework into the visual of a wharenui (traditional meeting house) depicting the relationship and parallels between ako and mobile learning, while engaging with a range of pedagogies that are culturally responsive and open to the possibilities (i.e. 'affordances') of digital technologies. This framework is a values-based approach to understanding the role of mobile devices in the process of ako and is uniquely underpinned with Kaupapa Māori philosophies and values.
Informing Immersive Learning Design Research and Practice From the Epistemology of the Santiago School of Cognition
(School of Art and Design, AUT, 2021-12-31) Aguayo, C
The Santiago School of Cognition postulates that the process of intelligent cognition in any living system is a result of its ongoing process of adaptation to its medium. In other words, the very process of life in living systems is a process of cognition. It also establishes that human experience and cognition is embodied and enacted with the environment, through a continuous process of active perception and sense-making of the world. Coming from systems biology and founded on the concept of autopoiesis, literally meaning self-making, defining living systems as those that can reproduce and self-maintain themselves by creating their own parts, the Santiago school essentially offers an alternative epistemology for the understanding of human experience phenomena with digital tools and environments. It also provides a framework for the creation, design, development, implementation and use of digital affordances (possibilities offered by digital technology) in education and beyond. Informing immersive learning design research and practice from the epistemology of the Santiago school also helps exploring and navigating digital innovation and the emergence of new technologies and modes of user experience design and practice. Under the premise that the nature of the world we live in is complex, interconnected, unpredictable and ever-changing, and that human experience is subjective, ecosomaesthetic, symbolic and felt with the world, traditional western design concepts such as ‘one solution fits all’ or even the notion of ‘user experience (UX) design’ become problematic. Autopoiesis, cognition and enaction at the basis of human lived experience are some of the fundamental concepts and principles coming from the epistemology of the Santiago school that can inform and guide user-centred design and creative making practice in real and virtual worlds. Embedding properties found in living systems within creative solutions, or designing for users ‘to become with the world’ in a circular enactment within digitally immersive environments are only examples of where practice-led research and creative making can go. Here, the fundamental concepts and building blocks of the Santiago school are presented and reviewed in relation to their ability to inform the understanding of the nature of human experience in real and immersive worlds, and how we ought to design for it. Examples from research and practical work will help to portray how the epistemology of the Santiago school can become of interest and of real value to artistic and design practice and inquiry. Finally, the philosophical rationale guiding the inclusion of principles and concepts coming from the Santiago school in digital learning design, creative design and artistic practice not only invites us to reconsider and re-conceptualise the role of learners and of digital technology systems and tools in educational practice, but also to rethink the nature of learning and of human experience within creative practice.
Interface Xperience: Redefining UI/UX Design From the Perspective of the Santiago School of Cognition
(The Centre for Learning and Teaching (CfLAT), AUT University, 2020-01-31) Aguayo, C
Digital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016; Dunn & Marinetti, 2008; Hennessy et al., 2019). One ambitious solution to these challenges may lie in a theoretical concept coming from biology called ‘autopoiesis’. Autopoiesis, literally meaning self-making, defines living organisms as self-organising units capable of adapting to unpredictable changes in their environments while maintaining internal coherence over time (Maturana & Varela, 1980). The Santiago school of cognition (Luisi, 2016), founded on the concept of autopoiesis, considers this adaptive capacity of living organisms towards their environment as an ‘intelligent’ and ‘cognitive’ process. But most importantly, it establishes that human experience and cognition are unique to every individual and context (Thompson, 2007). This has profound epistemological consequences when designing digital technology in education, as the dominant ‘one solution fits all’ paradigm becomes invalid; on the contrary, digital technology and their associated educational processes on learners ought to provide as many (intelligent) solutions as individuals and contexts there are (Aguayo, 2018, 2019). Hence, from the perspective of the Santiago school, the notion of ‘user experience design’ (UX design) is inadequate. Based on the above, Aguayo (2018) proposes that digital technology can be embedded with autopoietic properties found in living systems during the design of the ‘user interface’ (UI design), potentially creating ‘intelligent’ technology-enhanced learning tools, platforms, affordances, experiences and/or systems that can, in theory, self-adapt to changing conditions and socio-culturally different learners over time. This means that during the process of creating digital technology tools and affordances – or ‘systems’, the focus should be on developing adaptable and flexible interfaces that can actively facilitate the learning process and learning experience on users – a process termed here as ‘interface experience design’ or IX design. Such an epistemological view of technology-enhanced learning design becomes important given that learners bring into the learning process complex and unpredictable socio-cultural and emotional backpacks that determine their own learning experience in unique ways. Ultimately, the aim behind the notion of IX design is to promote a more efficient and adaptable type of design, development and use of technology-enhanced learning systems over time. In this session, the underlying theoretical and conceptual arguments from the Santiago school of cognition for reconsidering UI/UX design in technology-enhanced learning will be introduced and explored in relation to promoting adaptable and long-lasting meaningful learning processes on diverse audiences.
Key Themes in Mobile Learning: Prospects for Learner-generated Learning Through AR and VR
(ASCILITE, 2017) Aguayo, C; Cochrane, T; Narayan, V
This paper summarises the key findings from a literature review in mobile learning developed as part of a two-year six-institution project in (location blinded). Through the development of a key themes codebook, here we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning (still) requires theories, methodologies and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.
MESH360: A Framework for Designing MMR-enhanced Clinical Simulations
(Association for Learning Technology (ALT), 2020) Cochrane, T; Aiello, S; Cook, S; Aguayo, C; Wilkinson, N
This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical simulation learning scenarios to create more authentic learning environments. Subjective participant feedback is triangulated against participant biometric data to validate the level of participant stress introduced to clinical simulation through the addition of MMR. Results show a positive impact on the learning experience for both novice and professional paramedic practitioners. The article highlights the development of implementation and data triangulation methodologies that can be utilised to enhance wider clinical simulation contexts than the original context of Paramedicine education. We argue that our collaborative transdisciplinary design team model provides a transferable framework for designing MMR-enhanced clinical simulation environments.
Mixed Reality (XR) Research and Practice: Exploring a New Paradigm in Education
(Tuwhera, AUT University, 2021-02-16) Aguayo, C
Up until recently, learning affordances (possibilities) offered by immersive digital technology in education, such as augmented reality (AR) and virtual reality (VR), were addressed and considered in isolation in educational practice. In the past five to ten years this has shifted towards a focus on integrating digital affordances around particular learning contexts and/or settings, creating a mixed reality (MR) ‘continuum’ of digital experiences based on the combination of different technologies, tools, platforms and affordances. This idea of a ‘digital continuum’ was first proposed during the mid 1990s by Milgram and Kishino (1994), conceptualised as an immersive continuum going from the real environment (RE) end, where no digital immersion exists in the real world, all the way to the fully digitally immersive VR end, where digital immersion is at its full. Recent literature expands the original digital continuum view – rooted in Milgram and Kishino (1994), to now consider MR environments extending to a multi-variety of sensorial dimensions, technological tools and networked intelligent platforms, and embodied user engagement modes, creating interconnected learning ecosystems and modes of perception (see for example Mann et al., 2018; and Speicher, Hall & Nebeling, 2019). This new approach to MR is referred to as XR, where the X generally stands for ‘extended reality’ (referring to all the points along the MR continuum and beyond), or for ‘anything reality’ (accounting for the range of existing immersive technologies and denoting the imminently yet-to-come new digital affordances). XR as a multi-dimensional immersive learning environment can be approached and understood as a dynamic and culturally-responsive ‘medium’, offering targeted, flexible and adaptable user experiences coming from user-centric learning design strategies and pedagogy (Aguayo, Eames & Cochrane, 2020). Today, XR as an emergent learning approach in education invites us to re-conceptualise technology-enhanced learning from a completely different epistemological stand. We have moved from focusing on the individual and isolated use of immersive digital technology like AR and VR as ‘learning tools’ that can enhance and augment learning experiences and outcomes in education; to now going beyond hardware and software and consider perception, cognition, aesthetics, emotions, haptics, embodiment, contexts (space), situations (time), and culture, among others, as critical components of a purposefully designed XR learning ecosystem (Aguayo et al., 2020; Liu et al., 2017; Maas & Hughes, 2020). Imagine the educational possibilities when artificial intelligence (AI) learning algorithms connected to internet of things (IoT) devices come into play with XR in education (Cowling & Birt, 2020; Davies, 2021). The challenge remains in knowing how to ground such epistemological and technological innovation into authentic, contextual, and tangible practice, while facilitating the balancing with non-technology mediated lived experiences in the real world (i.e. real reality (RR), Aguayo, 2017). Here, a set of XR research and practice case studies from Auckland University of Technology’s AppLab are presented to showcase and discuss how XR as a new paradigm is leading the exploration of digital innovation in education.
Mobile Learning Special Interest Group Symposium: Revisiting Mobile Mixed Reality
(ASCILITE, 2019) Narayan, V; Cochrane, T; Birt, J; Aguayo, C; Stretton, T; Hong, J; Cowling, M; Wei, SCY; Mun, CK; Alphonso, A
This symposium discussion is based around the 2019 update to the special collection of Research in Learning Technology (RLT) on Mobile Mixed Reality (MMR) Enhanced Learning that the ASCILITE Mobile Learning SIG has coordinated this year - due for publication in November/December 2019 – the authors will use the articles to spark discussion around the critical issues surrounding the design of MMR for higher education, and the current state of the art of these rapidly developing technologies.
O-Tū-Kapua (‘what clouds see’): A mixed reality experience bridging art, science, technology in meaningful ways
(Wilf Malcom Institute of Educational Research.The University of Waikato, 2017-11-15) Jowsey, S; Aguayo, C; Calder,, N; Murphy, C
Mixed Reality learning environments can provide opportunities to educationally enhance previously isolated scientific concepts by using art and technology as mediums for understanding the world. Participatory experiences provide a kinetic means of comprehending often-abstract knowledge, creating the conditions for sensory learning that is inclusive and accessible. The O-Tū-Kapua (what clouds see) Mixed Reality experience provides an inverted view of the environment. Rather than us looking up towards the sky, the clouds look down upon us. Atmospheric science is personified through an intertwined narrative that begins with creative action. Participatory learning embedded within technology-enhanced education creates opportunities to question how as educators we can create opportunities for integrating art, science and technology, enhancing our ability to capture young people in conversations about the socio-ecological Anthropocene.
Pedagogy of Uncertainty: Laying Down a Path in Walking With STEAM
(The Scholarship of Technology enhanced Learning (SoTEL), 2022-02-08) Aguayo, C; Videla-Reyes, R
Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education. Based on the above, we propose here the idea of a ’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers "cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.
Somaesthetics and the Non-digital in Mixed Reality XR Education Design
(The Scholarship of Technology Enhanced Learning (SoTEL), 2022-02-10) Smith, J; Aguayo, C

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